继续教育研究Issue(9)：1-9,9.
教育家精神的现象学生成:基于意识结构与教育实践的本体论阐释
The Phenomenological Genesis of the Spirit of Educators:An Ontological Interpretation Based on the Structure of Consciousness and Educational Practice
摘要
Abstract
Amid the reshaping of educational ecosystems by technological rationality,the ontological foundation of the spirit of educators faces pro-found challenges.Grounded in phenomenological methodology,this study reveals the generative essence of the spirit of educators as a dialectical unity of consciousness structure and educational practice.Integrating Husserl's eidetic intuition with Hegelian dialectical development,the research transcends tra-ditional reified cognition and elucidates the intersubjective nature of educational relationships.Analyze the intentional foundation of the structure of con-sciousness from the three dimensions which contain temporal extension,intersubjectivity and ethical awakening:the historical persistence and future orien-tation of educational missions establish diachronic coordinates,intersubjective dialogues reconstruct the meaning network of education and ethical awaken-ing achieves critical transcendence over technological alienation.Focusing on educational practice,the study unveils the concretization path of spirit from theory to practice via embodied action reduction,tension reconstruction between technological discipline and humanistic awakening and the creative trans-formation of traditional wisdom.Ultimately,the ontological value of the spirit of educators is clarified—safeguarding education's essential attribute of"hu-man becoming"and constructing an educational paradigm that harmonizes technological adaptability with humanistic rootedness,thereby providing theoret-ical and practical guidance for educational reform in the intelligent era.关键词
教育家精神/现象学/意识结构/教育实践/本体论Key words
The spirit of educators/Phenomenology/Structure of consciousness/Educational practice/Ontology分类
社会科学引用本文复制引用
马月成,杨斐,王若..教育家精神的现象学生成:基于意识结构与教育实践的本体论阐释[J].继续教育研究,2025,(9):1-9,9.基金项目
云南省教育科学规划(高等学校教师教育联盟)教师教育专项课题2024年度"复杂网络视角下的幼儿园教师协作培养模式研究"(编号:GJZ2408). （高等学校教师教育联盟）
